Reports

Reports

Policy Analysis, Best Practice Reviews, Literature Syntheses

Roadmap for Educator Preparation Reform

The Roadmap for Educator Preparation Reform is a planning framework intended to guide and support educator preparation programs (EPPs) to integrate evidence-based and high-leverage practices within and across coursework and field experiences. The roadmap highlights the major guidelines that EPPs should consider throughout the reform process and provides supporting facilitation guidance, examples, resources, and tools from EPPs that have engaged in and benefited from this process. The roadmap is designed to emphasize a systemic approach to reform through a collaborative, ongoing analysis and continuous improvement process.

Many states struggle with shortages of special education teachers (SET). To address the shortage problem in the long term, policymakers, preparation providers, and state and district administrators must ensure that any short-term strategies are combined with a comprehensive plan that includes long-term systemic strategies to strengthen the supply, preparation, and retention of special education teachers.

Responding to the Need for New Local Special Education Administrators: A Case Study

Local special education leadership is high-stakes work with long-lasting consequences for students, families, teachers, and schools. Procedural compliance has always been important because mistakes can result in costly dispute resolutions and audit exceptions. This paper provides an example of how Washington is addressing these challenges.

High-leverage practices (HLPs) and evidence-based practices (EBPs) when used together can become powerful tools for improving student outcomes. This brief is designed to show the promise of these practices in advancing educator preparation and practice and, subsequently, outcomes for students with disabilities and those who struggle.

High-Leverage Practices in Special Education

Policy and Practice Portrait: Teacher Shortages

We simply do not have and cannot keep enough effective teachers. Whether the problem stems from insufficient pay, inadequate preparation and professional learning support, poor working conditions, or all of these, the result is the same. Not all students have equitable access to effective teachers. This paper discusses possible solutions to addressing teacher shortages.

PSEL 2015 and Promoting Principal Leadership for the Success of Students with Disabilities

In October 2015, the National Policy Board for Educational Administration (NPBEA) adopted the new Professional Standards for Educational Leaders 2015 (PSEL 2015). The CEEDAR Center and the Council of Chief State School Officers (CCSSO) collaborated to produce PSEL 2015 and Promoting Principal Leadership for the Success of Students with Disabilities to help State Education Agency personnel facilitate building inclusive school districts within the PSEL 2015 framework.

Culturally and Linguistically Diverse Students: What Educator Preparation Programs Need to Do to Support Teacher Learning

This State Policy and Practice Portrait from the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR Center) and the American Institutes for Research (AIR) provides a link between current research and professional practice. It also provides examples of states and educator preparation programs who are currently engaged in supporting teachers who serve culturally and linguistically diverse students.

Learning to Teach

Practice-Based Teacher Preparation Special Issues Brief

This Special Issues Brief from the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR Center) and the Center on Great Teachers and Leaders (GTL Center) outlines essential features for providing high-quality, structured, and sequenced opportunities to practice within teacher preparation programs.

Promises to Keep

Promises to Keep, developed through a partnership with Council for Chief State School Officers (CCSSO) and the CEEDAR Center, outlines some key policy actions state education agencies can take to ensure that teacher and leader preparation prepares teachers to work with ALL learners, particularly those who have the greatest learning and behavioral needs. This important report builds on the 2012 report produced by CCSSO, Our Promise: Our Responsibility. A report designed to help states design preparation policy systems that would transform educator preparation across the country.

325T Best Practice Review

325Ts were funded grants for institutions to restructure and improve special education teacher preparation. The 325T best practice review aimed to identify and disseminate effective strategies for restructuring preparation, fostering collaboration, improving training, integrating EBP into program content, and evaluating program outcomes. The analysis of 325T projects involved a survey and interviews with key informants to capture the project directors’ lessons learned and best practices as they reformed and enhanced the teacher preparation programs.

Literature Syntheses

The literature syntheses were written by teams of experts to provide an evidence-based foundation for the CEEDAR Center Technical Assistance. These syntheses include the most recent and credible research available in selected areas related to reform professional learning systems to ultimately improve outcomes for students with disabilities. We hope that you find these papers compelling and relevant to your work.

Practice Review

Disclaimer

This website was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003. David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.